Internationalisation and Globalisation in Mathematics and by Bill Atweh, Angela Calabrese Barton, Marcelo C. Borba, Noel

By Bill Atweh, Angela Calabrese Barton, Marcelo C. Borba, Noel Gough, Christine Keitel-Kreidt, Catherine Vistro-Yu, Renuka Vithal

Within the new instances of globalisation, foreign educational contacts and collaborations are ever expanding. they're taking many types, from foreign meetings and courses, pupil and educational alternate, pass cultural learn tasks, curriculum improvement to specialist improvement actions and impact each element of educational lifestyles from instructing, study to provider. This booklet goals to strengthen theoretical frameworks of the phenomena of internationalisation and globalisation. It identifies comparable moral, ethical, political and fiscal matters dealing with arithmetic and technological know-how educators. It offers a venue for the ebook of result of overseas comparisons on cultural transformations and similarities instead of only on success and results. The ebook represents different voices and pursuits from worldwide instead of consensus on matters, and serves as a discussion board for severe dialogue of some of the versions and sorts of foreign tasks and collaborations.

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Third, as a conclusion, I arrive at an aporia which accompanies critical mathematics education and questions the very distinction ‘functional-critical’ (Sect. 7). 1. 3 Let me, however, limit myself to the following six points. First, it is generally agreed that processes of globalisation are facilitated by information and communication technologies. In theorising technology,4 a principal issue is to what extent social development is determined by a technological development; but with respect to globalisation, technological impacts seem to be taken for granted.

There is much discussion as to what functionality could mean in this aspect. Consumers’ mathematics has been developed from a highly pragmatic perspective. This pragmatism has dominated many textbooks with elaborated examples of mathematics in dailylife situations. Much effort has been devoted to ensuring a functional mathematical literacy through mathematics education. One could, however, also consider citizenship from a different standpoint. 19 This brings us to the notion of critical citizenship.

Fifth, poverty accompanies free-growing capitalism, and globalisation turns into ghettoising, which also includes huge areas of Europe, USA and parts of their biggest metropolis. Ghettoised people are immobilised people. As Bauman emphasises: ‘Ghettoes and prisons are two varieties of the strategies for “tying the undesirable to the ground” of confinement and immobilization’ (Bauman, 2001, p. 120). 7 This ghetto does not serve as any reservoir, and certainly not as a reservoir for consumers who could help to speed up informational capitalism.

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